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T Q High School School year: 2010-2011 Period: Date of teaching: August 22, 2011 Class : I AIMS OF OBJECTIVES: Language content: To help sts revise the grammar of the tenth program 2.Language function: Using those grammar points to make sentences 3.Education aim: II Languages: 1.Vocabulary: 2.Structures: all structures in the grammar of the tenth program 3.Skills: skills 4.Educational factor : III.TEACHER AND STUDENTS’ PREPARATION 1.Method: Communicative approach 2.Techniques: Pairwork , groupwork, Questions and answers … 3.Materials needed: grammarbook 11 4.Students’preparation: 5.Previous exercises : IV PROCEDURE IN CLASS 1.Stabilization: 2ms : a Greeting Presentation of the new materials Time Teacher’s Activities LEAD – IN 1m Before we study the twelve program we should revise the eleven program -Asks sts to give structures of the present simple - Asks sts to give examples Asks sts to give structures of the present cotinuous - Asks sts to give examples -Asks sts to give structures of the present perfect - Asks sts to give examples - Asks sts to give structures 38 m of the past simple - Asks sts to give examples - Asks sts to give structures of the past perfect - Asks sts to give examples Giaùo aùn 12 (chuaån) Students’ activities Listen and repeat after the teacher Give examples Work in groups Give examples Listen and write in the notebooks -1- The content - The present simple S+ V S+ V-S / ES / IES S + DO/ DOES + NOT + V DO / DOES + S + V ? -The present cotinuous S + IS / AM / ARE (NOT ) + VING -The present perfect S + HAVE / HAS ( NOT )+ PP -The past simple S + V – ED S + V – REG -The past perfect S + HAD (NOT ) + PP -The future simple S + WILL ( NOT ) + V -Gerund and infinitive G = V – ING -Used to + infinitive USED TO + V -Who, which, that -Reported speech -Coditional type 1,2,3 GV: N Ñ P T Q High School - Asks sts to give structures of the future simple - Asks sts to give examples - Asks sts to give structures of Gerund - Asks sts to give examples - Asks sts to give structures of Coditional type 1,2,3 - Asks sts to give examples - Asks sts to give structures of the Passive voice - Asks sts to give examples - Corrects mistakes Give examples Listen and repeat after the teacher Give examples School year: 2010-2011 Type IF CLAUSE - simple present MAIN CLAUSE – simple future Type IF CLAUSE - simple past MAIN CLAUSE – would + V Type IF CLAUSE - past perfect MAIN CLAUSE – would + have + pp -The Passive voice S + TO BE + PP + BY + O Comparision Consolidation : Asks sts to revise all structures of grammar 2ms Homework: Seft-evaluation : - Revise 2ms Do the exercise again Unit : I + + + HOME LIFE Period : READING Date of teaching: August 24, 2008 Classes : 12 AIMS AND OBJECTIVES : Language content: To present and practise new vocabulary relating to the personal experience To understand more about the family life by scanning for specific information Language function: To help sts know the home life of the writer To develop skills ,especially reading skill Educational aim: To advise us to share household chores in the family Giáo án 12 (chuẩn) -2- GV: N Ñ P T Q High School School year: 2010-2011 Language : Vocabulary : Shift, household chores , eel,obedient Structures : Review the simple past and past perfect tense , past progressive Skills : Integrated skills Especially reading skill Educational factor : To help students to be more active,communicative ,creative , self-confident … To make the students be aware of behaving people around them II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative approach Techniques / Activities : pairwok, explanation,groupwork … Materials needed : textbooks , references , teaching aids …… Students’ preparation : Lesson preparation Appliances for studying Previous exercises : No III TEACHING PROCEDURE Stabilization : (2’) Good morning class! How are you today ? Who is absent today ,monitor ? Checking up the previous knowledge The new lesson : stages Students’ Teacher’s Activities and time Activities I.Presentation Warm up: Gives Ss a game - Play the game of the new material -Divide the class into2groups (5’) - Asks each group to make - Work in groups questions about the family and the other answer the questions -The group make more correct questions and answers will win - Use the the followings what does your father do? 2.who often cooks in your family ? who often earns the most money in your family? Do you often help your mother to clean the house? (8’) Words : teach children, water flowers, sew clothes, share personal secrets, happy family, come home late…… -Correct mistakes and choose the winner Giáo án 12 (chuẩn) -3- The Lesson content Unit : HOME LIFE Period : READING I New words: - shift :(n) period of time worked by group of workers who start work as another group finishes: ca, kíp - household chores : :(n) công việc nhà eel:snakelike fish:Chình -Obedient: :(a) Vâng lời GV: N Đ P T Q High School (18’) ( 8’) Home work School year: 2010-2011 Before you read: - Look at the picture -Hangs the picture of the and answer the family (in the book) on the questions wall -Write the lesson -Asks Ss some questions 1.Where is the family? 2.What is each member of the -Work in pairs, think family doing? and answer the 3.Is the family happy? Why ? questions Why not? - Presents some new words -Answer shift, household chores , II Tasks: eel,obedient -Write down new A.Task 1: ( Use pictures, synonym, words and guess the Feedback: explanation to explain the new meaning of them b, 2c, 3a, 4b, 5a words.) B Task 2: -Reads new words and asks sts -Repeat after the They are very busy to repeat teacher They have to work long - Checks the understanding of -Match the new words hours and sometimes new words with their meaning they have to work at - Helps sts review the simple - Take note night present tense 2.She is a very caring While you read: woman She……… me -Asks sts to read the passage 3.The daughter… at silently and to get more - Do silent reading weekends information about the the She attempts to win a work of each member in the place at university family 5.Because they are…find - Guides sts to Task - Work invidiually solutions quickly -Asks sts to choose the best C After you read: answer Answer the following - Feedback questions: Guide sts to Task 2: Feedback: -Asks sts to answer the questions in the book Work in pairs Calls some Sts to check Feed back After you read: Asks Ss to work in the groups -Work in groups *The summary: of five to compare the family described in the text with his/ her own family -Work in groups to -Correct and give feedback summarize the content -Asks the group leader to talk of the text about the writer’s family -Talk about the -Calls some sts to talk about writer’s family * Homework : his/her family -Talk about his/her -See again all carefully -Corrects mistakes and family - Learn by heart all the evaluates words , the summary of -Asks students to look over all the text at home:the words ,the Take note - Talk about your family Giáo án 12 (chuẩn) -4- GV: N Đ P T Q High School ( 4’) School year: 2010-2011 - Prepare the vocabulary in speaking period, summary of the text Self – evaluation:………………………………………………………………………………………………… ……… Unit : Date of preparing: August 25, 2008 PERIOD : I AIMS AND OBJECTIVES: HOME LIFE SPEAKING + Language content: :- To help sts know the relationship and responsibilities of all the members in a family and asking and answering about household chores and family life - To help Sts guess some new words and expressions from the context + Language functions: - To enable students to know the relationship and responsibilities of all the members in a family + Educational aim: -To make students Language: + Vocabulary: + Structure: Tense revision: past simple, past progresssive and present perfect Skills: integrated skills Educational factor: II TEACHER’S AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques/ activities: pair work, ask and answer question, repetition, games Materials needed: sub-board, text books, black board, chalk Students’ preparation: prepare the lesson, practice speaking Previous exercises: Revise the simple past tense III PROCEDURCE IN CLASS: Stabilization: Make greeting and check attendance Warm up: (5’) Household chores - cooking - doing the washing up - cleaning the floor - take care of baby So forth …… =>Lead in: today we are asking and answering about the household chorus and family life Time Teacher’s activity Before – Speaking: Giaùo aùn 12 (chuaån) Students’ activity -5- The lesson content Pre-speaking: GV: N Ñ P T Q High School Task 1: Ask Ss to read the statements and tick () the ones apply that apply to you and your family Have Ss talk about what they discuss basing on the following questions: -Who in your family go to work? -Which members of your family share the household chores? -What you often to help your parents? -What does your family usually when having free time? -who you share your own secrets with? - Who you have to ask for advice before making an important decision? -Ask Ss to practice speaking in pairs While – speaking: Task 2: Work in pairs to find out whether your partner’s family life is like yours Get Ss to practice asking and answering about your friend‘s family life, using the suggested questions below -Who work in your family? -Who does the washing up in your family? -Does your father the household chorus? -What is your responsibility in the family? - What interest your family members share together? - Who you often talk to before making an important decision? Call some pairs to practice speaking in front the class Take note of week students and help when necessary Task 3: Work with a different partner and ask him /her about his (her) family life Note down the answer in the table (Using the suggested questions in task & task 2) - T : correct mistakes in time Task : Get back to your original pairs Tell your partner the information you have collected For example: I have just talked with Nga about her family life She told me that her father and mother go to work -Work in group to discuss School year: 2010-2011 Note: Share : - share household chores -share an interest -Share personal secrets Practise speaking in front the class Task 2: - Listen to the the *Suggested answers: and work individually and -A:Who work in your family? share the results B: My father with others -A:Who does the washing up in your family? B: My sister -Work in pairs to make Question Task 3: -Listen and take who works in the family? both notes parents - Sts : Change pairs Who does household chores? and practise the What is your responsibility in task the family? -Listen and take What interest the family notes members share closely? Ss: get back to their original pairs, tell Who you often share your each other the secrets with? information they’ve Who you often talk to before collected making an important decision? -some Ss chosen report in front of the ………………… class Task 4: :*Suggested answers: I talked to Both his parents But only his mother , his father Eg:I have just talked with Nga about her family life She told me that her father and mother go to work Post – speaking: * Talk about your family Homework: (2’) Write a short para about your family life -Prepare the next part: listening lesson Selfevaluation:…………………………………………………………………………………………………………… … Giáo án 12 (chuẩn) -6- GV: N Ñ P T Q High School School year: 2010-2011 Unit 1: HOME LIFE Period: Part C: LISTENING Classes:12 Date of preparing: August 26, 2008 I/ Aims and objectives: + Language content: - To introduce some new words relating to family reunion - To help the students listen and understand the conservation about the home life of two characters + Language function:- To help the students listen and decide on true or false statements; and fill in the missing information + Educational aim:- To enable the students to know the importance of family in a person’s life Language:+ Vocabulary: Flight, coach, reserved, rarely, close-knit, spread out, leftovers, crowded + Structure: Skills: Integrated skills; especially listening skill Educational factor: II Teacher and students' preparation: Method: Communicative approach Techniques/ activities: explanation, repetition, ask and answer, pair works, group works and T/F statement Material needed: Pictures showing family reunion Students' preparation: Preparing the content of lesson at home Previous exercises: III PROCEDURE IN CLASS: Stabilization: (Warm – up) (2’) - Makes a greeting - Checks attendance - Asks the students about their health, summer holiday Checking up previous knowledge (5’) - Calls a pupil to go to the black board and asks him or her to tell about his or her family life - Checks and gives mark New lesson: Time Teacher’s activities Students’ activities The lesson content C LISTENING Unit 1: LISTENING Lead – in: 3ms - Asks pupils to play a game: Game: “JUMBLED - Play a game “JUMBLED WORD” WORD” rearrange the - Asks pupils to rearrange the letters to make a letters to make a meaningful word meaningful word “RINENOU” “RINENOU” - Checks and leads to the new  REUNION lesson: “Today, let’s listen to the tape about the family reunion of people.” PRE LISTENING Activity 1: - Asks the students to look the pictures and discuss what is happening in each one Picture Picture - Asks some questions: What you see in the picture 1? Who are they? Do you think they all live in the Giaùo aùn 12 (chuaån) - Listen and pay attention to the teacher 1.Answer the questions: - Work in pairs and answer the questions -7- What you see in the picture 1? Who are they? Do you think they all live GV: N Ñ P T Q High School 6ms 3ms 7ms same house? What are they doing? Is that a usual or special meal? How you know? Have you they eaten up all the food on the table? (picture 2) On what occasions people come home to have a family reunion? How they come home? -Checks and corrects mistakes  big family, a big meal, special occasion, lots of food, leftovers, spread out, holiday season, coach, plane, a flight Activity2: - Asks pupils to repeat some new words Flight, coach, reserved, rarely, close-knit, spread out, leftovers, crowded - Turns on the tape and asks them to repeat new words again and corrects pronunciation While listening Task - Asks students to open their books and listen to the teacher You will hear Paul and Andrea talking about their family life Listen to the tape and decide if the sentences given are True or False - Asks the students to read the sentences in task and guess the questions(T/F) - Checks the answers in the book (T/) before listening to the tape -Asks the students to listen the tape in the first time, then decide if the sentences given are True(T) or False(F).(work individually-in pairs) -Checks whether they have the answer or not - Checks the first time - Asks students to listen to the tape in the second time - Checks the second time - Lets the students listen the third time, stops at the answer for the students to check their answer themselves - Gives the answers: 1T-2F-3F-4T5T Task Giáo án 12 (chuẩn) School year: 2010-2011 …………………… …… - Listen and correct mistakes themselves in the same house? What are they doing? Is that a usual or special meal? How you know? Have you they eaten up all the food on the table? (picture 2) On what occasions people come home to have a family reunion? How they come home? New words: Flight, coach, reserved, rarely, close-knit, spread out, leftovers, crowded - Repeat some new words - Repeat after the tape Task 1: 1T-2F-3F-4T-5T - Open their books and describe the pictures in their books -Guess the answer before listening to the tape - Listen and pay attention to the teacher - Listen to the tape and the task -8- GV: N Ñ P T Q High School 11ms 6ms -Asks the students to listen again and note down two things that are different about Paul’s and Andrea’s families - Asks the students to complete the sentences ( work in pairs) 1.Paul’s family members………………… but Andrea’s family………………………… Paul’s family often eat………………… but her family…………………………… ………… - Lets the students to listen two times to find out the answer - Calls some sts to go to the board and write out their answers - Lets the students to listen the last one to check their answers on the board, then correct the wrong answers Post listening -Listen again School year: 2010-2011 Task 1.Paul’s family members are not very close but Andrea’s family is a very close-knit family Paul’s family often eat the meals the mother cooks at home but her family often go out to eat when they get together - Listen and the task - Listen and take notes - Work in pairs to ask and answer questions about the importance of family in a person’s life *Home work: +write about your family reunion ( in not more than 100 words) +Prepare the next lesson (writing) - Asks pupils to work in groups to discuss the importance of family in a person’s life - Gives the following question and asks the students to discuss in groups: Is family very important to you? Why you think so? - Corrects and gives marks to encourage their work Or goes around and help some students IV Home work: (2ms) - Asks them to write about your family reunion ( in not more than 100 words) -Asks them to prepare the next lesson (writing) V Self – evaluation: ………………………………………………………………………………………… Unit : HOME LIFE Period : WRITING Date of teaching: August 30, 2008 Classes : 12 II AIMS AND OBJECTIVES : + Language content: - To present and practise new vocabulary relating to the personal experience - To understand more about the family life by scanning for specific information + Language function: - To help sts know the home life of the writer - To develop skills ,especially writing skill + Educational aim: To advise us to share household chores in the family Language : Giáo án 12 (chuẩn) -9- GV: N Ñ P T Q High School School year: 2010-2011 Vocabulary : shift, household chores , permit,be allowed Structures : Review the simple past and past perfect tense , past progressive Skills : Integrated skills Especially wriing skill Educational factor : To help students to be more active,communicative ,creative , self-confident … To make the students be aware of behaving people around them II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative approach Techniques / Activities : pairwok, explanation,groupwork … Materials needed : textbooks , references , teaching aids …… Students’ preparation : Lesson preparation Appliances for studying Previous exercises : No III TEACHING PROCEDURE Stabilization : (1’) Who is absent today ,monitor ? Checking up the previous knowledge : The new lesson : stages and time I.Presentation of the new material Teacher’s Activities Students’ Activities I/ Warm up: - Ask students to make - Work in group to many sensible sentences as they can make the sentences by joining the elements in the following pattern table The Lesson content HOME LIFE Period : WRITING I New words: + be allowed to My parents + permit ( V ) My mother My father + household chores ( n ) I Eg: + provide ( v ) My parents don’t let II/ Task 1: Use the me come home late verbs and expressions to (not) let I have to the make the sentences what (not) be allowed household chores rules you have in your (not) have to family (not) permit -Listen to the teacher Eg: + I have to prepare meals come home late when my mother is out the household chores -Write some new + I am not allowed to use use the family motorbike words my family motorbike talk on the phone with friends until I have a driving - Divide the class into groups license - Work in group to make the sentences and choose a winner + During the school year, Eg: I’m not allowed to watch My parents don’t let me come TV until I have finished home late my homework I have to the household chores III/ Task 2: Use the My father doesn’t have to the household chores ideas above to write a I am allowed to talk on the phone letter to a pen pal about with friends their family rules: Lead to the writing: Giáo án 12 (chuẩn) - 10 - Unit : GV: N Ñ P T Q High School application again School year: 2010-2011 -See again all carefully - Learn by heart all the words - Write a letter of job application again - Prepare the vocabulary in language focus period  Self – evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……Appendix: 15 Ngo Quyen- Da lat – Lam Dong 22 July,2008 DaLat Vinatour 120 Tran Phu Str DaLat, Lam Dong Dear Sir or Madam, I saw your advertisement in the local newspaper, and would like to apply for the post of an experienced English-speaking local guide to accompany foreign visitors on trips throughout VietNam I think I meet all of the qualifications that you specify I had high school diploma two years ago and attended an evening training course on tourism at DaLat University I have taken some groups of foreign tourists to visit places in our city so I have a basic knowledge of our local culture, history and geography I speak English fluently In addition, I am a friendly person and I can get on well with other people I am willing to work hard and work far from home I would be a vailable for work at any time Enclosed is a copy of my resume Please contact me if you require any further information I look forward to hearing from you Yours faithfully, Nam Unit : FUTURE JOBS Period : LANGUAGE FOCUS Date of preparation: Date of teaching: I AIMS AND OBJECTIVES : - To provide sts with vocabulary relating to hobbies And jobs - To help sts to review the Relative Clause and Relative Clause replaced by participles Giaùo aùn 12 (chuẩn) - 76 - GV: N Đ P T Q High School School year: 2010-2011 - To help sts distinguish the weak and strong forms of some conjunctions and prepositions Language : Vocabulary: wound, fall off, recover,… Review the old words Structures : questions , statements , sentences …… Review the simple past tense Skills : Integrated skills Especially writing skill Educational factor : To help students to be more active,communicative ,creative , self-confident … To educate sts to useful things II TEACHER’S AND STUDENTS’ PREPARATION Method : Communicative approach Techniques / Activities : pairwok, explanation,groupwork … Materials needed : textbooks , references , teaching aids …… Students’ preparation : Lesson preparation Appliances for studying Previous exercises : Write a letter of job application III TEACHING PROCEDURE Stabilization : (2’) Good morning class! How are you today ? Who is absent today ,monitor ? Checking up the previous knowledge :( 5’) Teaching step Teacher’s Activities and timing I.Presentation Warm up: of the new material A PRONUNCIATION (10’) Prepares some flash cards, write words on them Divides sts into groups Asks sts to tick them in right column (conjunctions and prepositions) Corrects, says something more and leads to the lesson Intrduce the words and the sentences in the text book Asks sts to listen and repeat them Calls some sts to read them again ( Focus on intonation) Ask sts to fill in the gaps with these words above 1.It is small ………… very Giaùo aùn 12 (chuaån) Students’ Activities The Lesson content but and to of at Work in group for from Write the lesson and, but, for ,at , of ,to, from 1.It is small but very heavy 2.Daisy and her friend are Read out individually eating ice-cream 3.He was looking at the children in the park 4.They drove to LonDon last night 5.He has a painting of Rome Do you like this picture? It - 77 GV: N Ñ P Listen and repeat T Q High School School year: 2010-2011 heavy is a present for you 2.Daisy …… her friend are 7.Where are you from? eating ice-cream Unit 6: FUTURE JOBS 3.He was looking … the A PRONUNCIATION children in the park Listen and repeat: 4.They drove ……… LonDon last night Conjunctions 5.He has a painting …… Strong Weak form form Rome And /„nd/ Do you like this picture? It is but /b^t a present … you 7.Where are you ……….? Answer: Prepositions (10’) He is reading a book Strong Weak form This is the man who is form B GRAMMAR reading a book at /„t/ Task 1: to /tu:/ * Lead in: Gives a picture and asks What is the man doing? Work in pairs Practise these sentences Asks sts to make a sentence 1.What are you looking at? using a relative pronoun Share the answers 2.Thanks for coming * Pre – Practice: 3.I’m from HaNoi Asks sts to tell some relative 4.I want to ask you a pronouns and the usage of them question again B GRAMMAR * Controlled – practice: Task 1: Relative pronouns: Guide sts to Task in the 1.whom who text book 2.which whose Asks sts to share their answer 3.whoever who and correct 4.which which Gives feedback 5.which 10.whom Task 2: Look at the example * Lead in: and give remark Task 2: Relative Clause Write the sentence: replaced by participles This is the man who is reading a Chúng ta tỉnh book lược mệnh đề quan hệ  This is the man reading a cụm phân book từ ( V-ing) cho haønh This is the book which was Work in groups động thể chủ động written by Nguyen Du cụm khứ phân  This is the book written by từ ( Vp.p) cho hành động (7) Nguyen Du thể bị động *Pre– practice: 1.I read a book that was Asks sts to say the difference of Take note written by a friend of mine these sentences above I read a book written by a Gives out the model of the friend of mine sentence 2.A man who was carrying a (8’) * controlled – practice: Take note lot of money in a box got on Guide sts to task the box * Free – practice:  A man carrying a lot of Gives more exercises ( see money in a box got on the Consolidation appendix) box (3’) In the street there were Giáo án 12 (chuẩn) - 78 - GV: N Đ P T Q High School Remind the use of Relative Clause and Relative Clause replaced by participles School year: 2010-2011 several people who were waiting for the shop to open  In the street there were several people waiting for the shop to open 4.Britain imports many cars which were made in Japan  Britain imports many cars made in Japan 5.There are a lot of people in your office who want to talk to you  There are a lot of people in your office wanting to talk to you * Homework : Asks sts to all the exercises in LF again and Test yourself  Self – evaluation: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …Appendix: Relative Clause replaced by participles The boy who spoke to Tom is my brother they live in the house that was built in 1989 the ideas which are presented in that book are interesting The last person who leaves the room must turn off the light Giáo án 12 (chuẩn) - 79 - GV: N Ñ P T Q High School Unit 7: Period: Part : Date of preparation: Date of teaching : School year: 2010-2011 Lesson plan ECONOMIC REFORMS Reading I/ AIMS AND OBJECTIVES: -Language content: - To have sts know about economic reforms - To help sts enrich their vocabulary of the economy -Language function: - Talking about changes since economic reform -Educational aim: - To enable the sts to realize that economic reform is very important in life Language: a Vocabulary: initiate, restructure, eliminate, shift, subsequent, reaffirm b Structure: Skill: Reading (scanning) Education factor: - To help sts see the importance of economic reforms II/ TEACHER’S AND STUDENTS’ PREPARATION: 1.Method: Communicative Approach 2.Techniques: Translation, skimming, scanning, finding evidences, question-answer, group work, pair work 3.Materials needed: Textbook, picture in the textbook 4.Students’ preparation: Reading the passage 5.Previous exercises: III/ Procedure in class: 1.Stabilization: (2ms) a Warm-up: greets and takes a short talk about weather and health b Checking attendance: Asks the monitor Giáo án 12 (chuẩn) - 80 GV: N Ñ P T Q High School 2.Checking up the previous knowledge: No checking 3.Presentation of the new materials: Time Teacher’s activities 5’ I Lead-in: - Asks sts some questions: Do you like living in the city or countryside? Why or Why not? Compare your hometown in nowadays and ten years ago - Asks sts to work in pairs to answer the questions - Leads to the new lesson 7’ II Pre-reading: - Asks sts to look at the picture and answer the questions in the textbook - Pre- teaches some new words 6’ 8’ School year: 2010-2011 Students’ activities - Listen to the teacher - Work in pairs to answer - Look at the picture and answer the questions - Copy down III While-reading: Task 1: Give the Vietnamese equivalents to the following words and phrases - Asks sts to scan the text and task - work individually individually - Gives some help if necessary - Asks sts to compare their answers - compare their answers with their partners with their partners - Calls on some sts to give their - give the answers answers - Feedback and gives possible - copy down the key answers Task 2: Decide whether the statements are true (T) or false (F) - Asks sts to read the text again in silence - Has sts decide the statements are true or false and give out evidences Giáo án 12 (chuẩn) The content of the lesson - read the text again in silence - decide true or false and give out evidences - 81 - * Questions: Do you like living in the city or countryside? Compare your hometown in nowadays and ten years ago Unit7: ECONOMIC REFORMS Part: Reading * New words: - initiate (v) - restructure (v) - eliminate (v) - shift (v) - subsequent (adj) - reaffirm (v) Task 2 F T F T Task 3: It was officially initiated in 1986 by our Vietnam Communist Party Its aim was to restructure the economy of Vietnam and to raise the living standards of the people The measures the Government introduced to implement Doi Moi were as follows: they eliminated government subsidies …… domestic private investment Since Doi Moi, Vietnam has undergone substantial GV: N Ñ P T Q High School School year: 2010-2011 - Calls on some sts to give their - give the answers changes They are: answers productivity and - Corrects mistakes and gives the key - copy down agricultural ……… education and training 10’ Task 3: Answer the following We believe that with the questions - Asks sts to read the text and ask - read the text again and strong commitment of our and answer the questions answer the questions Party and Government to - Gives some help if necessary Doi Moi, we will attract - Asks sts to compare their answers - compare the answers with more foreign capital with their friends their friends investment and build a - Calls on some sts to ask and answer - ask and answer the better life for our people in front of the class questions - Feedback and gives possible - copy down the key answers 5’ IV Post-reading: - Asks sts to work in groups to scan the passage and make brief notes about Vietnam before and since Doi Moi - Gives help if necessary - Asks sts to compare with the other groups - Calls on some groups to give the answers - Gives feedback and the key - work in groups to make brief notes about Vietnam - compare with the other groups - give the answers - listen Homework: (2ms) - Asks sts to learn vocabulary by heart, reread the text and answer the questions on the text again - Asks sts to homework in workbook in pages 45, 46 Preparation for the next lesson: - Prepare the next part: Speaking Self- evaluation: Giáo án 12 (chuẩn) - 82 - GV: N Ñ P T Q High School Lesson plan Unit 7: Period: Part : Date of preparation: Date of teaching : School year: 2010-2011 ECONOMIC REFORMS Speaking I/ AIMS AND OBJECTIVES: -Language content: - To help sts realize the importance of reforms - To help sts know changes from the reforms -Language function: - Talking about economic reforms and measures for developing it -Educational aim: - To make the sts be aware of importance of the economy and try to learn harder Language: a Vocabulary: b Structure: Skill: Integrated skills Education factor: - Knowing that for economic reforms to develop the country II/ TEACHER’S AND STUDENTS’ PREPARATION: Method: Communicative Approach Techniques: Eliciting, questioning, group work, pair work, explanation Materials needed: Textbook, pictures, hand-out Students’ preparation: Fore-see “speaking” Previous exercises: No III/ Procedure in class: Stabilization: (2ms) a Warm-up: Asks the sts about their weekend b Checking attendance: Takes a short talk with the monitor or the sts on duty Checking up the previous knowledge: (5ms) *Questions:1 When and by whom was Doi Moi officially initiated? How has Vietnam changed since Doi Moi? *Answer: Students’ answers Presentation of the new materials: Time Teacher’s activities Students’ activities The content of the lesson 5’ I Lead-in: - Hangs two pairs of the pictures - Look at the board on the board - Asks sts to look at the pictures - Look at the pictures and and answer the questions answer the questions Compare the differences of each pair of pictures Why are there these differences? - Leads to the lesson - Listen Unit 7: 6’ II Pre-speaking: ECONOMIC REFORMS Task 1: Part: Speaking - Asks sts to study two pairs of - Study pictures and answer the pictures and answer the the questions Task 1: questions in task individually What does each pair of Giáo án 12 (chuẩn) - 83 - GV: N Ñ P T Q High School School year: 2010-2011 - Tells sts to compare the - Compare with their friends pictures tell you? answers with their friends What changes can you see in - Calls one by one answer the - answer the questions each pair of pictures? questions What you think people - Corrects and gives feedback - Listen have done to achieve these changes? 16’ III While-speaking: Task 2: - Sets the situation and gives the - Listen Task 2: requirement - Hangs a hand-out with the - Asks sts to read information in - Read task and exchange cues in education, health care, task in groups and exchange information and agriculture on the board understanding each other - Tells sts to use the cues in the - Listen to the teacher textbook to suggest what the Government and the people of Fantasia have done to improve their economy in sectors - Goes around to help if necessary - Calls some groups to speak - Speak out out - Gives comments - Listen to the teacher - Leads to task 7’ IV Post-speaking: Task 3: Task 3: - Asks sts to report to the class - Listen to the teacher Report the measures the on the measures the Government Government and the people of and the people of Fantasia have Fantasia have taken to develop taken to develop their country in their country in sectors education, health care and agriculture - Calls one by one st to present - Present ideas in front of the his or her ideas class - Gives comments - Listen 2’ V Consolidation: - Summarizes the main points - Listen Homework: (2ms) - Asks sts to write a short passage about the measures which the Government and the people of Fantasia have taken to develop their country Preparation for the next lesson: - prepare part C: Listening Self-evaluation: Unit 7: Lesson: Date of composing: Date of teaching : Class: ECONOMIC REFORM LISTENING July 18th, 2008 July 24th, 2008 training class I Aims and objectives - Language content: + To help the students practice listening an interview between two people about some negative and positive effects of drug in Tango + To teach some new words relating to the drug - Language function: + To help the students develop their listening skill about the interview to choose true or false statements and answer the questions Giáo án 12 (chuẩn) - 84 - GV: N Ñ P T Q High School School year: 2010-2011 - Educational aim: To educate the students to aware of the negative effects of drug and escape away Language: - Vocabulary: ruin , rationally , drug-taker , discourage - Structure: S+make it +adj ( for s.o) to V Skill: Listening Educational factor: To have the students love their country and family II Teacher’s and students’ preparation 1.Method: Communicative Approach 2.Techniques: explanation, repetition, guessing, pair work, gap- filling, asking and answering 3.Material needed: textbook, picture, extra board, color chalk 4.Students’ preparation: learn previous lesson, prepare new words in listening III Procedure in class 1.Stabilization(1ms): + Warm up + Check absence 2.Checking up previous knowledge(2ms) 3.Presentation of New materials Time Teacher’s activity Students’ activity The content of the lesson 3ms Lead in Unit 7: ECONOMIC REFORM - asks one student to act a addicted person - watch the performance Lesson: Listening before the class I New words: - asks sts to some questions after watching -answer the questions + ruin (n,v) : damage that performance + rationally (adv): reasonably 7ms Before you listen + drug-taker (n): drug-smoker - has sts discuss the question in the book: - discuss the questions +discourage (v) >< encourage (v) Do you think the drug-taking should be S + make it + adj ( for s.o) to V banned? Why / Why not? Ex The drug makes it difficult for the drug - gives comment and feedback takers to think reasonably and well -Teach some new words , expains structure -listen and write the answer II TASK and then practice reading other words -write new words and guess the Task True or False statements + ruin (n,v) (synonym) : damage or meaning of them 1–F destroy 2-F + rationally (adv) ( synonym): reasonably 3-T + drug-taker (n) (synonym): drug 4-T smoker 5-F + discourage (v) (antonym): encourage 6-F - Practice reading these words and the 7-T other words in the textbook 8-T -checks the new words by “where and 9-F what” - practice reading these words Task While you listen -play the game Answers a Task 1 They discovered a plant which contained a -keeps the paperboard ,copied the powerful drug statement in the book, on the black board They grew it all over the island 26ms - has sts to underlize the key words in the -look at the statement The negative effects of drug were : statement workers and farmers got lazy , the children - Guide the students to understand some didn’t want to go to school , and the key words in the statements -underlize the key words population began to lack food - explains some sentences difficult 4.The government took three measures: - asks sts to the statement before -listen issued a law to make the drug illegal , put the listening and give the guessing answers on drug-taker into the prison and exported the the black board - Listen to the teacher drug to other countries - Plays the tape twice - guess the answers and give the 5.Eventually they decided to export the drug - Has the students work in pairs to compare answers on the black board other countries their answers - Calls sts to give the answers, explain or - listen to the tape Dicussion give evidence for the answers - work in pair to compare the Do you think that the government of -compares the guessing answers answers Tango /s decision to export the drug to -gives feedback and comment by playing -give the answer other cuontries was a better sollution? again and keeps the key words when the Why or why not? tape is being opened -compare the guessing ones  No, I think the drug expored to other b Task -listen and write correct answers countries should not be carried out because - Explains the requirement they causes many serious effects to the - Has the students read the questions and people guess the answers Giaùo án 12 (chuẩn) - 85 - GV: N Đ P T Q High School 5ms -asks sts to give the keys on the black board - Plays the tape twice - Asks them to work in pairs to share the answers and then write them on the black board - Gives feedback and corrects the answers After you listen - Ask the students to work in groups to discuss the question Do you think that the government of Tango /s decision to export the drug to other cuontries was a better sollution? Why or why not? - Calls one representative of each group to present, the other groups listen and remark - Remarks and gives the best idea for the whole class Homework - Asks the students to prepare talks about the negative and positive cigarette smoke - Has them prepare the next part: writing School year: 2010-2011 - Read the requirement and listen to the teacher - Guess answers and give guessing answers on the black board - Listen to the tape - Work in pairs to and compare the guessing answers -listen and write correct answers * Homework -take the duty - Prepare new lesson - Work in groups to discuss - Present - listen to the teacher - Take the duty 1ms Self – evaluation Unit 7: ECONOMIC REFORM Lesson: WRITING Date of composing: July 18th, 2008 Date of teaching : July 24th, 2008 Class: training class I Aims and objectives: - Language content: + To help the students learn to write the report on the economic development - Language function: + By the end of the lesson, students will be able to write a report based on the figures - Educational aim: + To educate the students to love the country and try to learn well so as to develop the country Language: -Vocabulary: fishery, forestry and construction - Structures: Revise Skill: writing Educational factor: To teach the students have the loyalty and love to the country II Teacher’s and students’ preparation Method: Communicative Approach Techniques: explanation, pair work, repetition, asking and answering Material needed: Chalk, text book, paper board Students’ preparation: Previous exercises III Procedure in class Giáo án 12 (chuẩn) - 86 GV: N Ñ P T Q High School Stabilization (1m): + warm up + check absence Checking up previous knowledge( 2ms) Presentation of the new materials: Time Teacher’s activity Students’ activity 2ms lead in: -asks sts some questions -answer the questions + what you think about the + the inflation is economy of Viet Nam now? happening in the + Comparied with 20 years ago, economy of VietNam how is the economy in VietNan + The present 3ms now? economy in Viet nam Pre- writing is being improved and - Gives the new words and is sharply developing teaches the newwords - listen and guess the +fishery (defination) meaning of new words + forestry (pictures) -write them in the + construction (synomym) notebook _asks sts to read new ones and checks 30ms -keeps the table on the black - read the new words board and explains some figures aloud in the tables - look at the table on While writing the black board - Has sts to look at the tables and divives the class into group of - follow to be asked three -asks each group to task I - the task I as asked within minutes within minutes - asks the reprentative of the - write the answers on group to write the answer on the the black board black board -listen and write the - correct the answer and give correct answers in the feedback notebook - gets sts to be based on the - the task II information to task II within - present the reports on 5ms 20 minutes the black board - asks three good sts to present -listen and write them the reports on the black board in the note book - gives the comment and corrects them -write the report - gives feedback - reed them aloud Post writing 2ms - asks sts to write about the agricultural economy of Viet -listen and correct the Nam about sentences within mistake minutes and read them - gives comment and corrects - write the duty in the them notebook for homework Homework - Ask the students to write the whole economy of Viet Nam Giáo án 12 (chuẩn) - 87 - School year: 2010-2011 The content of the lesson Unit 7: : ECONOMIC REFORM Lesson: Writing I New words: +fishery (defination) + forestry (pictures) + construction (synomym) II TASK 1.Task1 it was stagant and underdeveloped./ it was in ruins it increased considerably They issued some economic reforms to improve the economy Task The government and the people of Tango started their overall economic reform in the mid 1970s Before that time, the economy of the country was in ruins The table shows the agriculture; 0,5 % , fishery ; - 0,4 % , forestry ; - 0,2 % , industry ; - 0,6% , construction ; - 0.3% and export ; 0% However, the government had many effected measures to improve the economy in time and the economy changed drammatically in 1980 such as agricaulture ; 3,5 %, fishery ; 3,2% , forestry ; 2,7% , industry ; 2,3 , construction ; 4,5 % and export ; 3,0 % Fur thermore, the economy continuously developed in 1990 The agriculture occupied 4,5 % , fishery was 4,0 % , forestry was 3,5 % , and industry was 3,4 % , the construction reached to 5,3% , especially the export increased 4,1% Up to 2000, the economy GV: N Ñ P T Q High School from 90 to 2008 with main espects of the economy such as agriculture, industry , techtelecomunication School year: 2010-2011 rose upper and under about 1% comparied with 1990 Generally, the economy of Tango increased considerably Consequently, the living standard of people was better and improved * Self- evaluation: Unit 7: ECONOMIC REFORM Lesson: LANGUAGE FOCUS Date of composing: July 18th, 2008 Date of teaching : July 24th, 2008 Class: training class I Aims and objectives - Language content: + To help the students pratice the week and srtong forms of auxillaries + To make the students pronounce the words and the sentences correctly - Language function: + To help the students develop their skill of pronunciation about weak and strong forms of auxilliaries,and practice some grammatical points Language: - Vocabulary: - Structure: Adverbial clauses of consession: although , though, even though (revision) Skill: pronounciation and grammar structure Educational factor: To have the students love practicing with friends and teacher to have a close relationship II Teacher’s and students’ preparation Method: Communicative Approach Techniques: explanation, repetition, guessing, pair work, asking and answering Material needed: textbook, picture, extra board, color chalk Students’ preparation: learn previous lesson, revise the grammatical points III Procedure in class Stabilization (1m): + Warm up + Check absence Checking up previous knowledge (2m) New lesson Time Teacher’s activity Students’ activity The content of the lesson I PRONUNCIATION Unit 7: 2ms Lead in Lesson: Language Focus -uses the body language to descripe the -Look at and listen I.Pronunciation: ability - Listen to the questions and Can you play soccer? - asks sts to some questions about their answer some questions ( yes, I can Yes, I can abilities.For example, Can I play soccer or no I cant ) II Grammar and -writes the questions and answers on the -listen and write them in the vocabulary black board notebooks Ex Though it rained - Helps the students distinguish these -listen to heavily,we also went to sounds -write the new lesson school 3ms - leads in Pre-practice Fxercise - keeps the paper board,copied in the - Look at the black board Although it rained a lot books on the black board ,we enjoyed our vacation -reads the weak and strong forms and -repeat and note Though we had planned asks sts to repeat everything carefully , a lot - Reads the words containing the sounds -recognize the differences between of things went wrong aloud or plays the tape to help students them and give ideas 3.Even though the doctor Giáo án 12 (chuẩn) - 88 - GV: N Ñ P T Q High School 10ms 20ms 4ms 1ms 1ms distinguish the sounds -exlplain the differences between them Controlled-practice - Has the class reads the words,phrases,and sentences - Calls some students to read the words,phrases,and sentences individually - Corrects any mistakes - Has the class read in practizing part in the book in pairs, then call some pairs to act out in front of the class - Corrects mistakes II Grammar and vocabulary Lead in: Sets the situation and introduces the grammatical points Pre-practice: - Introduces and revises the consession :Though, although, and even though -gives example on the black board - Explains the usage of consession Controlled practice Exercise 1: Combine the sentences with Although, Though or even though -writes example on the black board and explains how to combine sentences by using the consession - Has the class the exercise individually - Calls some students to present them on the black board - Corrects any mistake and gives feed back Exercise Complete the sentences by using Although and a clause in the box - writes the example on the blackboar and then explain how to this duty -has sts the exercise in the textbook within minutes -asks them to write the answers on the black board - Corrects and gives feed back Exercise 3.Use the ideas to complete the sentences - gives one example by asking one student then write it on the blackboard -instructs sts to that exercise to complete the sentences - Asks sts to write them on the blackboard and then corrects the answers Free-practice - divides class into two teams and then asks the half class to write the consessing clause and other to write the main clause in minutes -asks each one to read the half sentence aloud and other one in other team to read the rest ( one reads main clause and other reads the consessing clause) - gives comment and correct 5.Consolidation: -Says again the main points of the lesson Giaùo aùn 12 (chuaån) School year: 2010-2011 -listen and write down - Pronounce the words and sentences in the notebooks - read the words phrases,and sentences -listen and note down - practice reading - Listen to the teacher - listen to the teacher and come to the grammatical piont - listen and write down -write the example in the notebook - listen and note down the usages of consession -listen and write down the example in the notebook - Do the exercise -present the results on the blackboard -listen and note down the correct answes -listen and note down the example -do the duty in the text book - Present the answers on the blackboard - listen to the teacher - look at the blackboard and write the example - listen the instruction and the exercise - write the answers on the blackboard -listen to the correct answers - follow what teacher asked has advised Bob to quit smoking, he smokes 20 cigarettes a day 4.Even though it was cold and rainy , we managed to go to class in time Although Luong has studied EL only for six months , he can speak EL very well 6.Although Iwas really sleepy, I did not go to bed early 2.Exercise Although I was very tired , I could not sleep 2.Although I have never seen her before,I recognized her from the distance 3.She was not wearing a coat, although it was pretty cold 4.We thought we had better invite them to the party although we don’t like them very much 5.Although I didn’t speak the language, I managed to make myself understand 6.Although the heat was on, the room was not very warm 7.I didn’t recognizeher, although I had met her twice before 8.We are not very good friends althuogh we have known each other for a long time Exercise 1.Althuogh we had packed our bags the night before, we forgot many things 2.We didn’t eat any thing althuogh they were very hungry 3.Although Luong hadnt studied EL before, he could speak it very well 4.Although he had studied very hard , he failed the exam 5.Although summer has come, it is pretty cold - listen and correct - Listen to the main points - 89 - GV: N Ñ P T Q High School -asks all that Can you understand the lesson? 6.Homework - Ask the students to the exercises again at home School year: 2010-2011 -Yes, I can V Self - evaluation Giaùo aùn 12 (chuẩn) - 90 - GV: N Đ P ... (have decided) 10 C (has become) 10 C (has become) 11 B (told) 12 C (moved) 11 B (told) 13 C ( come) 12 C (moved) 14 A ( am staying) 13 C ( come) 15 B (am going) 14 A ( am staying) 15 B (am going)... án 12 (chuẩn) - 11 - GV: N Ñ P T Q High School School year: 2 010 -2 011 Unit : Period: Classes: 12 Date of preparation: HOME LIFE September 2, 2008 Teaching item: LANGAUGE FOCUS I) AIMS AND OBJECTIVES. .. Selfevaluation:…………………………………………………………………………………………………………… … Giáo án 12 (chuẩn) -6- GV: N Đ P T Q High School School year: 2 010 -2 011 Unit 1: HOME LIFE Period: Part C: LISTENING Classes :12 Date of preparing: August 26, 2008 I/ Aims and objectives: +